192.0 



THE UNIVERSITY OF MISSOURI BULLETIN 

VOI.UME 21, NUMBER 12 



EXTENSION SERIES 29 
EDITED BY CHARLES H. WILLIAMS 



A MANUAL FOR THE MENTAL 

AND PHYSICAL EXAMINATION OF 

SCHOOL CHILDREN '(Revised) 



BY 



WILLIAM HENRY PYLE 




ISSUED THREE TIMES MONTHLY; ENTERED AS SECOND-CLASS MAT- 
TER AT THE POSTOFFICE AT COLUMBIA, MISSOURI— 1.000 

FEBRUARY, 1920 



>rAfii 



THE UNIVERSITY OF MISSOURI BULLETIN 

VOLUME 21, NUMBER 12 



EXTENSION SERIES 29 
EDITED BY CHARLES H. WILLIAMS 



A MANUAL FOR THE MENTAL 

AND PHYSICAL EXAMINATION OF 

SCHOOL CHILDREN (Revised) 

BY 

WILLIAM HENRY PYLE 




ISSUED THREE TIMES MONTHLY; ENTERED AS SECOND-CLASS MAT- 
TER AT THE POSTOFFICE AT COLUMBIA. MISSOURI— 1,000 

FEBRUARY, 1920 



vt>3f; 



\^ 



i/> 



FOREWORD 

In this new edition of the Manual I have included the results ob- 
tained from measuring and testing many thousands more of children. 
The additional data give the age and sex norms greater reliability. 
In the tests of city children I have included one additional 'test, the 
analogues. 

Mr. P. E. Collings, working under my direction, gave the mental 
tests to all the children above the third grade in the rural schools of 
one Missouri county. He also took the physical measures of the 
country children. The results of Mr. Collings' work are included in 
this manual. 

In securing the additional data for city children, I wish to ac- 
knowledge the assistance of Miss Hazel Sumerfield, who gave the 
tests and made the physical measures in the City of Joplin, Missouri. 

W. H. P. 



LIBRARY OF CONGRESS 
DOCUMENTS uiV»S»ON 





■1 



A MANUAL FOR THE MENTAL AND 

PHYSICAL EXAMINATION OF 

SCHOOL CHILDREN 

(Revised) 

OBJECT OF MENTAL TESTS 

The object of mental tests is to assist the teacher in obtaining a 
knowledge of the individual child. Just as a dairyman, ito be success- 
ful, must know his cows — 'the best breeds, the best feed, and the 
best kind of treatment — so a teacher must know her pupils. It is 
true that she learns about them from their regular work in their 
classes, but there are various factors besides ability that determine 
whether a child does well or poorly in school studies. Progress in 
school studies is not, therefore, an accurate indication of ability. The j 

teacher needs an independent measure of ability. The tests constitute 
such a measure. A child often does poorly in a particular study 
because he was started wrong or at the wrong time or is poorly taught. 
The child may have come to believe, in such a case, that he has no 
ability in such a study, or perhaps in any study. The tests, being 
something new, arouse great interest; the child has no preconceived 
notion about his ability to perform them and is therefore very likely 
to do his best. A series of mental tests given at the beginning of the 
school year will give as good an idea of the pupils' ability as can be 
obtained ordinarily in a year in the ordinary school work. Moreover, 
'the tests show in what aspects of the child's mind he is good and in 
what aspects, poor. However, too much reliance should not be placed 
on such differences unless several tests of the same kind are given. If 
each type of test were repeated about six times and the results of 
all the tests pooled, ithey would give an accurate indication of the 
abilities which the various tests measure. Inasmuch as these abili- 
ties are those demanded in school work, the tests give an indication 
of the child's ability to do the school work. One could not know from 
the tests whether the child would do the school work or not. Doing 
the school work depends on ability and effort. The tests measure only 
ability. They enable us to prophesy success only to the extent that suc- 
cess depends on ability. This is one thing the teacher very much needs to 
know, the child's ability. The tests, carefully given, will aid very much 
in determining this ability. Each child is, to some extent, a special prob- 
lem. We must, therefore, use every means at our command to learn all 
possible about each child. It requires but an hour and a half to give the 
mental tests, and only a few days to grade the papers. The information 
obtained abundantly justifies the time and energy expended. 



4 Examination of School Children 

USE TO BE MADE OF THE RESULTS 

The results of the tests will help the teacher in the classification 
and gradation of the pupils. This help is not much needed except in the 
doubtful cases. One often needs to know whether a pupil has failed be- 
cause of lack of effort or lack of ability. The tests will help to answer 
this question. If a child fails because of lack of ability, he should prob- 
ably not be promoted. If he fails because of lack of effort, he should 
probably be promoted and an attempt made to get him to do the work of 
which he is capable. The progress of children through the grades should 
be in accordance with their ability and with the rapidity of their develop- 
ment. Some children develop much faster than others and can therefore 
acquire the skill and knowledge of the school subjects much faster than 
others. The tests will aid in determining the development of the chil- 
dren and should lead to greater economy of time and effort in dealing 
with them. 

An accurate knowledge of the child's ability and development will 
not only be a help in gradation and classification but should also help in 
the actual teaching. Every bit of information that a teacher can get about 
a child should be a help in dealing with that child. Studies made by the 
author indicate that there is a wide difference of ability possessed by the 
children ordinarily found in the same grade.. It will usually be found 
that there are children in the third grade with as great ability as that of 
some pupils in the high school. A more careful system of gradation will 
lead to more nearly equal abihty in the same grade and should make 
better teaching possible. 

If mental tests were given in a school every year, the development 
of the child could be traced and the rapidity of this development deter- 
mined. This information would be a great help in dealing with the indi- 
vidual child. It must be remembered that the mental tests are measures 
of the abilities possessed by individual children and are not measures of 
the efficiency of the teacher, except to the extent that the teaching may 
have affected the development of the child. 

PHYSICAL MEASURES AND TESTS 

It has been found that there is a close relation between mental and 
physical development. Therefore, it is important to know of the physical 
development of every child. If all the children of the same age in the 
'schools are studied, it is found that the heavier ones, the taller ones, the 
stronger ones, etc., are in the upper grades. Therefore, the physical de- 
velopment of the child should be studied, and the records of this develop- 
ment from year to year kept. Norms of the more important physical 
measures and tests are given in this manual. 

The relation of physical to mental development is shown in the fol- 



General Directions 5 

lowing table, which gives the height and muscular speed of the 12-year-old 
school children in McDonald County, Missouri. It will be seen that the 
12-year-old boys in the higher grades have a better physical development 
than the boys of the same age in the lower grades. 

AVERAGE HEIGHT AND AVERAGE MUSCULAR 
SPEED, BY GRADES. 



Grade 


Cases 


Av. ht., cm. 


Av. musc.sp, 


I 


4 


134 


143 


II 


4 


139 


151 


III 


14 


145 


154 


IV 


17 


146 


161 


V 


39 


147 


163 


VI 


13 


146 


165 


VII 


18. 


148 


166 


VIII 


3 


149 


167 



GENERAL DIRECTIONS 

The results of the mental tests in the school will be worse than 
useless unless the tests are given with the greatest care and scientific 
precision. Every test should be most cai^efully explained to the children 
so that they will know exactly what they are to do. The matter must 
be so presented to them that they will put forth all possible effort. They 
must take the tests seriously. Great care must be taken to see that there 
is no cheating. The work of each child should be his own work. In 
those tests in which time is an important element, the time must be care- 
fully kept, with a stop watch if one is available. The papers should be 
distributed for the tests and turned face downward on the pupil's desk. 
The pupil, when all is ready to begin, should take the paper in his hand 
and at the signal "begin" turn it over and begin work, and when the 
signal "stop" is given, should quit work instantly and turn the paper over. 
Before the work begins, the necessary information should be placed on 
each paper. This information should be the pupil's name, age, grade, sex, 
and school. This should be on every paper. When the test is over the 
papers should be immediately collected. 

DETERMINATION OF MENTAL AGE 

A child's mental age can be determined by combining the results of 
several tests. For this purpose it will be most convenient to use tables 
XXXVII and XXXVIII. Find the mental age reached by the child in 
each test, add these together and divide by the number of tests. It 



6 Examination of School Children 

must be remembered that in all the tables the age indicated is the age at 
last birthday. The norms in all cases indicate the averages of all chil- 
dren who have passed the birthday indicated by the age who have not 
yet reach the next birthday. The norm for age ten, for example, repre- 
sents the standing made by children whose average age is about ten-and- 
a-half. 

LOGICAL MEMORY 

Object. — The purpose of this test is to determine the pupil's facihty 
in remembering and reproducing ideas. A pupil's standing in the test 
may serve as an indication of his abihty to remember the subject matter 
of the school studies. 

Method. — The procedure in this test is for the teacher to read 
slowly and distinctly the story to be reproduced. Immediately after 
the reading the pupils are to write down all of the story that they can 
recall. They must not begin to write till after the reading. Ten minutes 
should be allowed for the reproduction. This is ample time, and each pu- 
pil should be told to use the whole time in working on his reproduction. 
At the end of ten minutes, collect the papers. Care should be taken to 
see that each pupil does his own work, that there is no copying. Before 
reading the story, the teacher should give the following instructions: 

I shall read to you a story entitled Willie Jones and His Dog 
(or A Farmer's Son, or A Costly Temper, as the case may be). 
After I have read the story you are to write down all you can re- 
member of it. You are not to use the exact words that I read 
unless you wish. You are to use your own words. Try to recall 
as much as possible and write all j'ou recall. Try to get all the 
details, not merely the main facts. 
Material. — For grades three, four, and five, use Willie Jones and 
His Dog; for grades six, seven, and eight, use A Partner's Son; for the 
high school, use A Costly Temper. The norms for the latter are based 
on eighth grade and high school pupils. 

WILLIE JONES AND HIS DOG 

Willie I Jones | was a little | boy | only | five years old. | He had a 
dog I whose name was Buster. | Buster was a large | dog | with long, | 
black, I curly | hair. | His fore | feet | and the tip | of his tail | were 
white. I One day | Wilhe's mother | sent him | to the store | which 
was only | a short | distance away. | Buster went with him, | fol- 
lowing behind. | As Buster was turning | at the corner, | a car i 
struck him | and broke | one | hind | leg | and hurt | one | eye. | Willie 
was I very | sorry | and cried | a long i time. | Willie's father | came | 
and carried | the poor | dog | home. | The broken leg | got well | in 
five I weeks | but the eye | that was hurt | became bHnd. I 



Material for Tests 7 

A FARMER'S SON 

Will I was a farmer's | son | who attended school | in town. ] His 
clothes I were poor and his boots | often smelled | of the farmyard j 
although he took great | care of them. | Since Will had not gone to 
school I as much | as his classmates, | he was often | at a disadvantage, | 
although his mind | was as good | as theirs, — | in fact, he was brighter | 
than most | of them. | James, | the wit | of the class, | never lost an 
opportunity | to ridicule | Will's mistakes, | his bright | red | hair, and 
his patched | clothes. | Will | took the ridicule | in good part | and never | 
lost his temper. | One Saturday | as Will | was driving | his cows | to 
pasture, | he met James | teasing | a young | child, | a cripple. | Will's | 
indignation | was aroused | by the sight. | He asked | the bully | to 
stop, I but when he would not, | Will pounced | upon him | and gave 
him I a good | beating, | and he would not | let James go | until he prom- 
ised I not to tease i the crippled | child | again. | 

A COSTLY TEMPER 

A man | named John | Murdock | had a servant | who worried him | 
much by his stupidity. | One day | when this servant was more | stu- 
pid I than usual, | the angry | master | of the house | threw a book | at 
his head. | The servant | ducked | and the book flew | out of the window. | 

"Now go I and pick that book up!" | ordered the master. | The 
servant | started i to obey, 1 but a passerby | had saved him | the trou- 
ble, I and had walked oflf | with the book. | The scientist | thereupon | 
began to wonder | what book | he had thrown away, | and to his hor- 
ror, I discovered | that it was a quaint | and rare | little | volume | of 
poems, I which he had purchased | in London | for fifty | dollars. | 

But his troubles | were not over. | The weeks went by | and the 
man had almost | forgot his loss, | when strolling | into a second hand | 
bookshop, I he saw, | to his great delight, | a copy of the book | he had 
lost. I He asked the price. [ 

"Well," I said the dealer, | reflectively, | "I guess we can let you 
have it | for forty | dollars. | It is a very | rare book, | and I am sure | 
that I could get seventy-five | dollars for it | by holding on a while." | 

The man of science | pulled out his purse | and produced the 
money, | delighted at the opportunity of replacing | his lost | treasure. | 
When he reached home, | a card | dropped out | of the leaves. | The card 
was his own, | and further | examination | showed that he had bought 
back I his own property. | 

"Forty dollars | worth of temper," | exclaimed the man. | "I think 
I shall mend my ways." | His disposition | afterward | became so | 
good I that I the servant became worried, | thinking the man | must be 
ill. I 



8 Examination of School Children 

The norms for country children are based upon the Marble Statue, 
which was given in all the grades. The norms for city children based 
upon this test are not given in this manual, but can be found in the au- 
thor's Examination of School Children. 

THE MARBLE STATUE 

A young I man | worked | years | to carve | a white | marble | statue | 
of a beautiful | girl. | She grew prettier | day by day. | He began to 
love the statue | so well that | one day | he said to it : "I would give | 
everything | in the world | if you would be alive | and be my wife." | 
Just then | the clock struck | twelve, | and the cold | stone began to grow 
warm, | the cheeks red, | the hair brown, | the lips to move. \ She 
stepped down, | and he had his wish. | They lived happily | together | 
for years, | and three | beautiful | children were born. | One day | he was 
very tired, | and grew |so angry, | without cause, | that he struck her. | 
She wept, I kissed | each child | and her husband, | stepped back | upon 
the pedestal, | and slowly | grew cold, | pale \ and stiff, | closed her eyes, | 
and when the clock | struck | midnight, | she was a statue | of pure | 
white I marble | as she had been | years before, | and could not hear | 
the sobs I of her husband | and children. | 

The Results. — The material for the test is divided into units as 
indicated by the vertical lines. The pupil's written reproduction should 
be compared unit by unit with the story as printed, and given one credit 
for each unit adequately reproduced. The norms for the tests are shown 
in the tables, which follow. In general, it will be noticed, there -s an im- 
provement of memory with age, but in the high school, in the Costly Tem- 
per test, there is a decline. This may not indicate a real decline in ability 
to remember ideas, but a change in attitude. The high school pupil prob- 
ably acquires a habit of remembering only significant facts. His memory 
is selective, while in the earlier ages, the memorj' may be more parrot- 
like, one idea being reproduced with about as much fidelity as another. 
This statement is made not as a fact, but as a probable explanation. 

ROTE MEMORY 

Object. — The object of the rote memory tests is to determine the 
pupil's memory span for unrelated impressions, — words that have no logi- 
cal relations with one another. Much scl'ool work makes demands upon 
this ability. Therefore, the tests are of importance. 

Method. — There are two lists of words, concrete and abstract, with 
six groups in each list. The list of concrete words should be given 
first, then the abstract The procedure is to pronounce the first group, 
cat, tree, coat, and then pause for the pupils to write these three words. 



I 



Rote Memory Test 9 

Then pronounce the next group, mule, bird, cart, glass, and pause for the 
reproduction, and so on through the Hst. 
Give the following instructions: 

We wish to see how well you can remember words. I shall 
pronounce first a group of three words. After I have pronounced 
them, you are to write them down. I shall then pronounce a group 
of four words, then one of five words, and so continue with a 
longer group each time. You must pay very close attention for 
I shall pronounce a group but once. You are not required to write 
the words in their order, but just as you recall them. 

Material. — The words for the test are given in the following lists : 
Concrete Abstract 

1. Cat, tree, coat 1. good, black, fast 

2. mule, bird, cart, glass 2. clean, tall, round, hot 

3. star, horse, dress, fence, man 3. long, wet, fierce, white, cold 

4. fish, sun, head, door, shoe, block 4. deep, soft, quick, dark, great, 

5. train, mill, box, desk, oil, pup, dead 

bill 5. sad, strong, hard, bright, fine, 

6. floor, car, pipe, bridge, hand, glad, plain 

dirt, cow, crank 6. sharp, late, sour, wide, rough, 

thick, red, tight 

Results. — The papers are graded by determining the number of 
concrete words and the number of abstract words that are reproduced. 
No account is taken of whether the words are in the right position or 
not. A perfect score in each test would therefore be thirty-three. The 
norms are shown in the tables. 

THE SUBSTITUTION TEST 

Object. — This test determines one's ability to build up new associa- 
tions. It is a test of quickness of learning. 

Method. — The substitution test-sheets are distributed to the pupils 
and turned face down on the desks. The teacher gives the following in- 
structions : 

We wish to see how fast you can learn. At the top of the sheet 
which has been distributed to you there is a key. In nine circles 
are written the nine digits and for each digit there is written a 
letter which is to be used instead of the digit. Below the key are 
two columns of numbers; each number contains five digits. In 
the five squares which follow the number j-ou are to write the let- 
ters which correspond to the digits. Work as fast as you can and 
fill as many of the squares as you can without making mistakes. 
When I say "stop," quit work instantly and turn the paper over. 
Before beginning the test the teacher should explain on the black- 
board the exact nature of the test. This can be done by using other let- 



10 Examination of School Children 

ters instead of those used in the key. Make sure that the pupils under- 
stand what they are to do. Allow eight minutes in grades three, four, 
and five, and five minutes above the fifth grade. 

Materia!.. — For material use the substitution test-sheets. 

Results. — In grading the work, count each square correctly filled in 
as one point, and reduce the score to speed per minute by dividing by 
eight in grades three, four, and five, and by five in the grades above. 

FREE ASSOCIATION 

Object. — This test determines the speed of the free flow of ideas. 
The result of the test is a criterion of the quickness of the flow of 
ideas when no restriction or limitation is put on this flow. 

Method. — The procedure in this test is to give the pupils a word, 
and tell them to write this word down and all the other words that come 
into their minds. Make it clear to them that they are to write whatever 
word comes to mind, whether it has any relation to the word that is given 
them or not. Start them with the word cloud. Give the following in- 
structions : 

I wish to see how many words you can think of and write 
down in three minutes. I shall name a word, you may write it' 
down and then all the other words that come into your mind. Do 
not write sentences, merely the words that come into your mind. 
Work as fast as you can. 
Results. — Score the work by counting the number of words that 
have been written. 

OPPOSITES 

Object. — This is a test of controlled association. It tests one aspect 
of the association of ideas. All thinking is a matter of association of 
ideas. Reasoning is controlled association. The test may therefore be 
taken as a measure of speed in reasoning. 

Method. — Distribute the opposites lists to the pupils and turn them 
face down on the desks. Use list one in grades three, four, and five, and 
list two in grades above. Allow two minutes in grades three, four, and 
five and one minute in grades above. Give the following instructions : 

On the sheets that have been distributed to you are fifty words. 
After each word you are to write a word that has the opposite 
meaning. For example, if one word were far, you could write near. 
Work as fast as you can, and when I say "stop," quit work in- 
stantly and turn your paper over. 



Word Building Test 



11 



RESULTS.-The score is the number of opposites correctly written. 



1. good 

2. big 

3. rich 

4. out 

5. sick 

6. hot 

7. long 

8. wet 

9. yes 

10. high 

11. hard 

12. sweet 

13. clean 



1. strong 

2. deep 

3. lazy 

4. seldom 

5. thin 

6. soft 

7. many 

8. valuable 

9. gloomy 

10. rude 

11. dark 

12. rough 

13. pretty 



OPPOSITES— 



14. sharp 

15. fast 

16. black 

17. old 

18. up 

19. thick 

20. quick 

21. pretty 

22. heavy 

23. late 

24. wrong 

25. smooth 

26. strong 



27 

28 

29. 

30. 

31. 

32. 

33. 

34. 

35. 

36. 

37. 

38. 

39. 



List No, 

dark 

dead 

wide 

empty 

above 

north 

laugh 

man 

before 

winter 

ripe 

night 

open 



OPPOSITES— List No. II. 



14. high 

15. foohsh 

16. present 

17. glad 

18. strange 

19. wrong 

20. quickly 

21. black 

22. good 

23. fast 

24. clean 

25. tall 

26. hot 



27. long 

28. wet 

29. fierce 

30. great 

31. dead 

32. cloudy 

33. hard 

34. bright 

35. fine 

36. plain 

37. sharp 

38. late 

39. sour 



40. first 

41. over 

42. love 

43. come 

44. east 

45. top 

46. wise 

47. front 

48. girl 

49. sad 

50. fat 



40. wide 

41. drunk 

42. tight 

43. empty 

44. sick 

45. friend 

46. above 

47. loud 

48. war 

49. in 

50. yes 



THE WORD BUILDING TEST 

Object.— This is a test of a certain type of inventiveness, namely 
linguistic invention. Specifically it tests the pupil's ability to construct 
words using certain prescribed letters. 

Methods.— The pupils are given the letters, a, e, o, m, n, r, and told 
to make as many words as possible using only these letters. Give the fol- 
lowing instructions: 

. I wish to see how many words you can make in five minutes 
using only the letters which I give you. The words must be real' 

Tn/ <.'^'"'. '■ \°" """'* "'^ °"^y the letters which I give you 
and must not use the same letter more than once in the same word. 

A wnrH ' T""""' ''^'■^ ^° "'^ ^" th^ '^"^"-s i" the same word. 
A word may contam one or more letters up to six. 



12 Examination of School Children 

Material. — The pupils need only sheets of blank paper. 
Results. — The score is the number of words that do not violate 
the rules of the test as given in the instructions. 

THE COMPLETION TEST 

Object. — This test, to some extent, is a test of reasoning capacity. 
Of course, it is only one particular aspect of reasoning. The pupil 
is given a story that has certain words omitted. He must read the 
story, see what it is trying to say and determine what words, put into 
the blanks, will make the correct sense. The meaning of the word 
written in a particular blank must not only make the sentence read sen- 
sibly but must fit into the story as a whole. Filling in the blanks in this 
way demands considerable thought. 

Method. — Distribute the test-sheets and turn them face down on the 
desks. Allow ten minutes in all the tests. Give the following instruc- 
tions: 

On the sheets which have been distributed is printed a story, 
which has certain words omitted. You are to put in the blanks 
the words that are omitted. The words, which you write in, must 
give tlie proper meaning so that the story reads correctly. The 
word, which you fill in, must not only give the proper meaning to 
the sentence but to the story as a whole. 
Material. — Use the completion test-sheets, Joe and the Fourth of 
July, for grades three, four and five ; The Trout for grades six, seven 
and eight ; and Dr. Goldsmith's Medicine for the high school. 

Results. — In scoring the papers, allow one credit for each blank 
correctly filled. It will be noticed that the boys excel in the Trout story. 
This is doubtless because the story is better suited to them on the ground 
of their experience and interest. 

JOE AND THE FOURTH OF JULY 

Joe ran errands for his mother and took care of the baby until by 
the Fourth of July his penny grew to be a dime. The day before the 
Fourth, he went down town all by himself to get his fire works. There 
were so many kinds he hardly knew which to buy. The clerk knew that 
it takes a long time to decide, for he had been a boy himself not very long 
ago. So he helped Joe to select the very best kinds. "When are you going 
to fire them off?" asked the clerk. "I will fire them very early tomorrow," 
said the boy. So that night Joe set the alarm clock, and the next morning 
got up early to fire his firecrackers. 

THE TROUT 

The trout is a fine fish. Once a big trout lii'ed in a pool close by 
a spring. He used to stay under the bank with only his head show- 



f 



Analogues 13 

ing. His wide-open eyes shone like jewels. I tried to catch him. 
I would creep up to the edge of the pool where I could see his bright 
eyes looking up. 

I caught a grasshopper and threw it over to him. Then there was 
a splash in the water and the grasshopper was gone. I did this two or 
three times. Each time I saw the rush and spl ash and saw the bait had 
been taken. 

So I put the sa me bait on my hook and threw it over into the 
water. But all was silent. The fish was an old one and had grown 
very wise. I did this day after day with the same luck. The trout knew 
there was a hook hidden in the bait. 

DOCTOR GOLDSMITH'S MEDICINE 
This is a story of good medicine. Most medicine is bad to take, 
but this was so good that the sick man wished for more. 

One day a poor woman went to Doctor Goldsmith and asked him 
to go to see her sick husband. "He is very sick," she said, "and I 
can not get him to eat anything." 

So Doctor Goldsmith went to see him. The doctor saiv at once 
that the reason why the man could not eat was because he was so poor 
that he had not been able to buy good food. 

Then he said to the woman, " Come to my house this evening 
and I will give you some medicine for your husband. 

The women went in the evening and the doctor gave /!<7r a 
small paper box tied up tight. " /f is very heavy," she said. "May 
I see what it looks like?" "No," said the doctor, " wait until you 
get home." When she got home, and she and her husband opened the 
box so that he could take the first dose of medicine, — what do you think 
they saw? The box was filled with silver money. This was the good 
doctor's medicine. 

ANALOGUES 
Object. — This is a test of one's ability to see logical relationships. 
It measures ability similar to that measured by the Opposites test, also 
similar to that measured by the Completion test. 

Method. — Distribute the test sheets and turn them face down on the 
desks. Read the samples at the top of the test sheet and let the pupills 
orally supply the fourth term. The replies will give the examiner an idea 
as to how well the test is understood. When jou are sure that all un- 
derstand, say: 

When I give the signal you may turn over the test sheet. You 
will find twenty-five analogies, each with the fourth term omitted. 
In the blank space you are to supply the fourth term, which must 
have the same relation to the third term that the second term does 
to the first. 
Give one minute and fortj^-five seconds in all grades. 



14 



Examination of School Children 



ANALOGUES 



Cold 

Stairs 

Conductor 

Hand 

Baby 

1. Ring 

2. Bird 

3. Coal 

4. Arm 

5. Fish 

6. Time 

7. Water 

8. Table 

9. Purse 

10. Water 

11. Storm 

12. Shoe 

13. Man 

14. Dog 

15. Day 

16. Horse 

17. Apple 

18. Chicken 

19. Kitten 

20. Pie 

21. Sweet 

22. Coal 

23. Silk 

24. Sheep 

25. Uncle 



is to Hot 
is to Step 
is to Train 
is to Finger 
is to Man 
is to Finger 
is to Wing 
is to Stove 
is to Elbow 
is to Scales 
is to Clock 
is to Gallon 

is to Wood 

is to Money 

is to Boat 

is to Calm 

is to Foot 

is to Home 

is to Bark 

is to Sun 

is to Buggy 

is to Tree 

is to Coop 

is to Cat 

is to Pan 

is to Sugar 

is to Black 

is to Silkworm 

is to Flock 

is to Nephew 



as Black 

as Ladder 

as Captain 

as Foot 

as Lamb 

as Bracelet 

as Fish 

as Oil 

as Leg 

as Bird 

as Temperature 

as Wheat 

as Coat 

as Bucket 

as Air 

as War 

as Glove 

as Bird 

as Cat 

as Night 

as Engine 

as Tomato 

as Horse 

as Gosling 

as Coflfee 

as Sour 

as Chalk 

as Wool 

as Cow 

as Aunt 



is to White 
is to Rung 
is to Boat 
is to Toe 
is to Sheep 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 

is to 



THE PHYSICAL TESTS AND MEASURES 

Object. — The object of the physical tests is to determine the physi- 
cal development of the pupils. 

Method and Material. — For accurately measuring height a stad- 
iometer is needed. Great care should be exercised in making the meas- 
urements. H the pupils are measured standing with their shoes on, the 
height of the heel should be deducted. The heel of the shoe can be ac- 
curately measured by means of callipers. 

For weight, accurate platform scales are needed. For testing strength 
use the Smedley dynamometer, and give three trials with each hand, re- 
cording the best result for each. For testing muscular speed, use tapping 



1 



Interpretation of Results 15 

apparatus and electric counter, making a thirty seconds test with the 
right hand and then a thirty seconds test with the left hand. Before 
beginning the test, demonstrate to the pupil how it is to be done and al- 
low him to try a second or two to see that he holds the stylus properly.-. 
The stylus should be held vertically and the pupil should strike the plate 
lightly. 

The lung capacity test is made by means of a wet spirometer. The 
pupil is urged to fill the lungs as full as possible and then expel all the 
air into the spirometer. Give three trials and record the best result. The 
vital index is determined by dividing the lung capacity by the weight. 
Owing to the importance to the body of the aeration of the blood, the 
vital index is an important measure. Moreover, since the index is the 
ratio of the lung capacity to the weight, it has a value that the other 
physical measures do not have. When we have measured a child's weight 
or height, we can make no inferences unless we know whether the child 
belongs to a long stock or a short stock, a heavy stock or a light stock. 
But, when we have determined the am.ount of air-space in the lungs per 
pound of weight of the child, we have a measure that is of direct and 
special significance. The norms are shown in the tables. A more com- 
plete description of the.se tests and other tables of norms may be found in 
the author's Examination of School Children, or in Whipple's Manual of 
Mental and Physical Tests. 

MATERIAL AND APPARATUS 

Test sheets for the mental tests can be obtained from the Extension 
Division of the University of Missouri. Apparatus for the physical 
tests can be obtained from C. H. Stocking Company, Chicago. 

TABLES 

Tables I to XII contain the age and sex norms for the physical 
measures for both city and country children. In XIII and XIV city and 
country children are compared in physical development. In tables XV 
to XXXVI are found the norms for the mental tests. Tables XXXVII 
and XXXVIII are comparative tables for mental measures. Table 
XXXIX gives the mental norms for city children by grades. 

INTERPRETATION OF THE RESULTS 

The children measured are in all cases selected groups : namely, 
children in the public schools. For the physical measures, at least up to 
age fourteen, the norms are doubtless fairly representative of the general 
population. At age fourteen the children begin to drop out of school. 



16 Examination of School Children 

The figures seem to indicate that those who drop out have somewhat 
better physical development, on the average, than those that remain, for 
in many cases in the later years the averages are lowered. 

The mental measures are still further complicated by the fact that in 
the Logical Memory, Opposites, and Completion tests, different tests are 
used for different grades. In such cases, the norms for the earlier ages 
are too high and those for the later ages are too low, for in any grade 
the youngest children are bright for their age and the oldest ones are 
dull for their age. However, if these facts are borne in mind, there need 
be no confusion in interpreting the results. It is probable that if there 
were no complicating factors the norm for any age would in no case be 
lower than that of the preceding age. 

It will be noticed that ''n the physical measures there is 'ittle differ- 
ence between city and country children, but a great difference in the men- 
tal measures, city children being much better. This difference decreases 
in the later ages. A comparison of the mental development of the sexes 
shows that in nearly all tests and at nearly all ages the girls are better 
than the boys. The rate of mental growth especially from age nine to 
twelve is greater for girls than it is for boys, just as their physical growth 
during these years is greater than that of boys. In order to have in the 
same grade children of the same ability, it would be necessary to have 
boys averaging several months older than the girls. 

TABLE I— STANDING HEIGHT, CITY CHILDREN 

Boys Girls 

Age Number Average Average Number Average Average 
cases Cm Inches cases Cm Inches 



6 


260 


115.3 


45.4 


235 


115.8 


45.6 


7 


287 


120.0 


47.2 


287 


119.9 


47.2 


8 


348 


127.0 


50.0 


314 


124.5 


49.0 


9 


281 


133.4 


52.5 


321 


132.3 


52.1 


10 


317 


136.1 


53.6 


304 


135.6 


53.4 


11 


349 


140.2 


55.2 


291 


141.2 


55.6 


12 


295 


146.8 


57.8 


294 


1483 


58.4 


13 


304 


150.1 


59.1 


326 


152.4 


60.0 


14 


231 


155.4 


61.2 


263 


156.5 


61.6 


15 


181 


163.1 


64.2 


233 


158.0 


62.2 


16 


125 


166.6 


65.6 


197 


161.3 


63.5 


17 


70 


171.2 


67.4 


119 


160.3 


63.1 


18 


50 


172.0 


67.7 


71 


160.3 


63.1 



Heights of Country Children 



17 



TABLE II— STANDING HEIGHT, COUNTRY CHILDREN 



Boys 



Girls 



Age Number Average Average Number Average Average 
cases Cm Inches cases Cm Inches 



8 


128 


126.3 


49.8 


147 


125.5 


49.4 


9 


108 


130.3 


51.3 


115 


126.1 


49.7 


10 


121 


134.5 


53.0 


130 


137.0 


54.0 


11 


105 


139.5 


55.0 


106 


139.7 


55.0 


12 


114 


144.2 


56.8 


117 


147.5 


58.1 


13 


74 


148.7 


58.6 


116 


152.3 


60.0 


14 


88 


155.4 


61.2 


93 


156.3 


61.6 


15 


51 


163.5 


64.4 


79 


159.9 


63.0 


16 


66 


163.3 


64.3 


53 


163.3 


64.3 


17 


44 


163.2 


64.3 


62 


160.4 


63.2 


18 


36 


176.1 


69.4 


81 


163.1 


64.3 



TABLE III— SITTING HEIGHT, CITY CHILDREN 







Boys 






Girls 




Age 


Number 


Average 


Average 


Number 


Average 


Average 




cases 


Cm 


Inches 


cases 


Cm 


Inches 


6 


260 


62.0 


24.4 


235 


62.5 


24.6 


7 


288 


63.5 


25.0 


286 


63.8 


25.1 


8 


348 


67.1 


26.4 


314 


65.5 


25.8 


9 


280 


69.6 


27.4 


321 


68.1 


26.8 


10 


317 


70.6 


27.8 


304 


69.9 


27.5 


11 


347 


72.6 


28.6 


291 


72.9 


28.7 


12 


295 


75.4 


29.7 


294 


76.7 


30.2 


13 


304 


76.5 


30.1 


327 


79.0 


31.1 


14 


226 


79.8 


31.4 


256 


81.0 


31.9 


IS 


165 


83.8 


33.0 


216 


82.6 


32.5 


16 


117 


86.4 


34.0 


185 


84.1 


33.1 


17 


69 


89.2 


35.1 


111 


84.1 


33.1 


18 


41 


88.6 


34.9 


68 


83.8 


33.0 



18 



Examination of School Children 



TABLE IV— SITTING HEIGHT, COUNTRY CHILDREN 



Boys 



Girls 



Age Number Average Average Number Average Average 
cases Cm Inches cases Cm Inches 



8 


127 


67.8 


26.7 


147 


66.3 


26.1 


9 


108 


68.5 


27.0 


115 


66.4 


26.2 


10 


121 


70.4 


27.7 


130 


70.4 


27.7 


11 


105 


71.6 


28.2 


106 


71.7 


28.2 


12 


114 


7?>.Z 


28.9 


117 


75.1 


29.6 


13 


74 


75.6 


29.8 


116 


77.4 


30.5 


14 


88 


78.3 


30.9 


93 


80.5 


31.7 


15 


51 


81.9 


32.3 


79 


81.5 


32.1 


16 


66 


82.1 


32.3 


53 


82.2 


32.4 


17 


44 


87.4 


34.4 


62 


83.5 


32.9 


18 


36 


89.7 


35.3 


81 


83.9 


33.1 



TABLE V— WEIGHT, CITY CHILDREN 







Boys 






Girls 




Age 


Number 


Average 


Average 


Number 


Average 


Average 




cases 


Kg 


Lbs 


cases 


Kg 


Lbs 


6 


261 


20.9 


46.0 


240 


20.2 


44.4 


7 


288 


23.0 


50.6 


285 


22.4 


49.4 


8 


349 


25.8 


56.8 


314 


25.4 


55.9 


9 


290 


27.9 


61.4 


320 


27.7 


61.0 


10 


331 


31.4 


69.2 


315 


30.5 


67.1 


11 


361 


34.7 


76.4 


313 


34.2 


75.3 


12 


313 


37.6 


82.9 


317 


39.5 


86.9 


13 


320 


41.7 


91.8 


330 


44.4 


97.7 


14 


254 


\7.7 


104.3 


281 


48.7 


107.2 


15 


210 


54.4 


119.9 


246 


50.9 


112.1 


16 


138 


57.7 


127.3 


210 


53.1 


117.0 


17 


79 


62.5 


137.7 


114 


56.0 


123.4 


18 


52 


64.2 


141.3 


81 


55.3 


121.7 



Weights of Country Children 



19 



TABLE VI-WEIGHT, COUNTRY CHILDREN 







Boys 






Girls 




Age 


Number 


Average 


Average 


Number 


Average 


Average 




cases 


lbs. 


Kg. 


cases 


lbs. 


Kg. 


8 


127 


57.6 


26.2 


147 


52.9 


24.0 


9 


108 


6L0 


27.7 


115 


58.5 


26.6 


10 


121 


67.3 


30.6 


139 


65.9 


29.9 


11 


105 


72.0 


32.7 


106 


73.6 


33.4 


12 


114 


79.2 


36.0 


117 


86.1 


39.1 


13 


74 


85.1 


38.6 


116 


94.1 


42.7 


14 


88 


99.0 


44.9 


93 


103.8 


47.1 


15 


51 


113.6 


51.6 


79 


117.3 


53.3 


16 


66 


128.0 


58.1 


53 


118.6 


53.8 


17 


44 


130.6 


59.3 


62 


115.0 


52.2 


18 


36 


144.0 


65.4 


81 


120.4 


54.7 



20 



Examination of School Children 



TABLE VII— LUNG CAPACITY AND VITAL INDEX, CITY 

CHILDREN 









Boys 






Age 


Number 
cases 


Cc. 


Cu. Inches 


Cc per Kg. 


Cu. Inches 
per lb. 


6 


270 


1170 


71.4 


56.0 


1.55 


7 


295 


1262 


77.0 


54.9 


1.52 


8 


355 


1453 


88.6 


56.3 


1.56 


9 


296 


1582 


96.5 


56.7 


1.57 


10 


326 


1826 


111.4 


58.2 


1.61 


11 


365 


1981 


120.8 


57.1 


1.59 


12 


315 


2172 


132.5 


57.8 


1.60 


13 


321 


2384 


145.4 


57.2 


1.58 


14 


251 


2712 


165.4 


56.9 


1.59 


15 


207 


3189 


194.6 


58.6 


1.62 


16 


140 


3448 


210.3 


59.8 


1.65 


17 


78 


3781 


230.6 


60.5 


1.69 


18 


62 


3855 


235.0 


60.0 


1.66 








Girls 






Age 


Number 
cases 


Cc. 


Cu. Inches 


Cc per Kg. 


Cu. Inches 
per lb. 


6 


249 


981 


59.8 


48.5 


1.35 


7 


292 


1143 


69.7 


51.0 


1.41 


8 


316 


1303 


79.5 


51.3 


1.42 


9 


318 


1440 


87.8 


52.0 


1.44 


10 


314 


1601 


97.7 


52.5 


1.45 


11 


318 


1829 


111.6 


53.5 


1.48 


12 


334 


2032 


124.0 


51.4 


1.43 


13 


351 


2252 


137.4 


50.7 


1.41 


- 14 


287 


2441 


148.9 


50.1 


1.39 


15 


253 


2476 


151.0 


48.6 


1.35 


16 


214 


2598 


158.5 


48.9 


1.35 


17 


129 


2614 


159.5 


46.7 


1.29 


18 


80 


2588 


157.9 


46.8 


1.30 



Lung and Vital Indices 21 

TABLE VIII— LUNG CAPACITY AND VITAL INDEX, COUNTRY 

CHILDREN 

Boys 



Age 


Number 
cases 


Cc. 


Cu. Inches 


Cc per Kg. 


Cu. Inches 
per lb. 


8 


127 


1439 


87.8 


54.9 


1.52 


9 


108 


1654 


100.9 


59.7 


1.65 


10 


121 


1781 


108.6 


58.2 


1.61 


11 


105 


1997 


121.8 


61.1 


1.61 


12 


114 


2105 


128.4 


58.5 


1.62 


13 


74 


2344 


143.0 


60.1 


1.68 


14 


88 


2719 


165.9 


60.5 


1.66 



15 51 3255 198.6 63.1 1.74 

16 66 3257 198.7 56.1 1.55 

17 44 3801 231.9 64.1 1.77 

18 36 4496 274.3 68.8 1.90 



Girls 


Age 


Number 
cases 


Cc. 


Cu. Inches 


Cc per Kg. 


Cu. Inches 
per lb. 


8 


147 


1274 


11.1 


53.1 


1.47 


9 


115 


1427 


87.0 


53.7 


1.49 


10 


130 


1617 


98.6 


54.1 


1.50 


11 


106 


1856 


113.2 


55.6 


1.54 


12 


117 


2002 


122.7 


51.2 


1.43 


13 


116 


2231 


136.1 


52.2 


1.45 


14 


93 


2478 


151.2 


52.6 


1.46 


15 


79 


2583 


157.6 


48.5 


1.34 


16 


53 


2788 


170.0 


51.8 


1.43 


17 


62 


2805 


171.1 


53.7 


1.49 


18 


81 


2833 


172.8 


51.8 


1.44 



22 



Examination of School Children 



TABLE IX— GRIP IN KG., CITY CHILDREN 







Boys 






Girls 




Age 


Number 


Right 


Left 


Number 


Right 


Left 1 




cases 


hand 


hand 


cases 


hand 


hand 


6 


267 


10.4 


9.7 


247 


9.0 


8.9 


7 


298 


12.6 


11.6 


289 


10.7 


10.5 ' 


8 


351 


14.9 


13.5 


311 


12.5 


11.4 


9 


299 


16.9 


15.4 


320 


14.6 


14.4 


10 


332 


19.4 


17.8 


322 


16.3 


15.1 


11 


372 


21.6 


19.9 


320 


18.4 


16.9 


12 


321 


24.0 


21.9 


334 


21.7 


20.3 


13 


316 


27.2 


25.1 


343 


24.9 


22.9 


14 


258 


31.2 


28.4 


285 


26.9 


24.4 


15 


209 


36.6 


32.7 


255 


28.3 


25.5 


16 


139 


41.0 


38.0 


215 


28.7 


26.8 


17 


82 


45.3 


42.9 


129 


28.8 


28.1 


18 


65 


45.3 


42.9 


81 


28.8 


26.6 



TABLE X— GRIP IN KG., COUNTRY CHILDREN 







Boys 






Girls 




Age 


Number 


Right 


Left 


Number 


Right 


Left 




cases 


hand 


hand 


cases 


hand 


hand 


8 


127 


14.3 


13.1 


147 


12.5 


11.4 


9 


108 


16.4 


15.2 


115 


14.3 


13.1 


10 


121 


17.6 


16.4 


130 


15.6 


14.9 


11 


106 


19.6 


18.2 


106 


17.4 


16.3 


12 


114 


21.8 


20.5 


117 


21.0 


19.6 


13 


74 


23.9 


22.5 


116 


21.9 


22.2 


14 


88 


28.3 


26.3 


93 


25.3 


24.3 


15 


51 


32.6 


31.3 


79 


28.4 


26.8 


16 


66 


40.5 


37.9 


53 


29.5 


27.9 


17 


U 


42.0 


40.0 


62 


30.7 


28.4 


18 


36 


50.5 


46.3 


81 


31.5 


29.2 



Muscular Speed 23 

TABLE Xr -MUSCULAR SPEED, CITY CHILDREN 

Number of taps in thirty seconds. 







Boys 






Girls 




Age 


Number 


Right 


Left 


Number 


Right 


Left 




cases 


hand 


hand 


cases 


hand 


hand 


6 


268 


112 


100 


249 


112 


99 


7 


294 


120 


104 


i292 


124 


104 


8 


353 


131 


111 


315 


129 


111 


9 


296 


137 


118 


315 


138 


119 


10 


320 


148 


126 


310 


146 


126 


11 


361 


155 


132 


314 


155 


133 


12 


316 


161 


138 


227 


162 


142 


13 


319 


172 


146 


347 


168 


147 


14 


248 


172 


150 


275 


172 


151 


15 


206 


183 


160 


251 


174 


153 


16 


140 


186 


164 


212 


181 


160 


17 


79 


195 


173 


138 


184 


166 


18 


61 


206 


176 


82 


185 


167 



TABLE XII— MUSCULAR SPEED, COUNTRY CHILDREN 
Number of taps in thirty seconds. 







Boys 






Girls 




Age 


Number 


Right 


Left 


Number 


Right 


Left 




cases 


hand 


hand 


cases 


hand 


hand 


8 


127 


135 


111 


147 


136 


115 


9 


108 


144 


117 


115 


139 


118 


10 


122 


149 


123 


130 


148 


126 


11 


106 


155 


133 


106 


154 


131 


12 


114 


160 


133 


117 


158 


138 


13 


74 


163 


137 


116 


165 


142 


14 


88 


173 


147 


93 


172 


148 


15 


51 


177 


147 


79 


177 


156 


16 


66 


185 


158 


53 


181 


157 


17 


44 


163 


160 


62 


1&4 


163 


18 


36 


195 


167 


81 


190 


168 



24 



Examination of School Children 



> 

O 

m 

o 
u 

Q 



Eh 
< 

P-l 

O 



X! 

w 

< 



i-H X 



13 





en 
aj 

o 
C 


o 

c 


bi) 


St 


^3 


bo 


in 
C 
oi O 


00 




O; CO 


■^ LO 

NO vO 




nC O 
NO On 


PO LO 

u-j O 

Tt LO 


vO LO 

O On 

eg ^ 


1^ 




LO rt 


LO ro 

CM d^ 

nO LO 


<0 CO 


0\ t^ 
nO rv 


ro O 
LO eg 


LO fr> 

Ov nO 


vO 






LO LO 


2 =^ 


00 LO 

NO LO 


o lo 

— ; o 


>o LO 

00 00 


lO 




O CO 


■^ NO 
LO LO 


)Q On 

On 5, 


nO t-~. 


nO nO 

nD eg 


00 t^ 


-^ 




^ o\ 
— i o 


J^ On 


"2 NO 

NO vO 


On nO 

LO vO 


eg ro 

-<■ 00 

ro eg 




<^ 


ON 00 

LO U-) 


T-" 00 


t^ \0 

■-H 00 


LO CO 

2; 2 


^^ 


eg On 
eg eg 


eg fo 

t^ nO 


M 


00 00 


t^ On 

O^ 00 


NO O 


«^ eg 




p 00 

eg eg 


^ o 

NO nO 


^ 


rg o 


NO (M 
00 00 
eg Cn] 


Tf cm' 


—1 og 
eg eg 


On r-H 
LO nO 


vO nO 

^ ON 


LO LO 
lO LO 


O 


sO O 


00 t^ 

CM <M 


Tf NO 


s§ 


■o o 


ON J::; 


00 ON 


On 


LO LO 


^ o 


On t-^ 

CNi eg 


On O 


t^ LO 

LO nO 


On ^ 

i2 2 


ro 5 


00 


O 00 
O Ch 

LO Tl- 


nO no 


00 r>Nj 

LT) vO 


S§8 


vO <^ 

LO ^ 


ON '^ 


^H LO 

CO ro 


Ix 




p 

LO 


o 
eg 




eg 

LO 


NO 

eg 


O 
eg 


O 


LO 


•* 
^ 


On 
O 


t^ 


LO 
LO 


o 


eg 


< 


•OS 


-OS 


OS 


.t; o 


■OS 


OS 


.t; o 




in 




i 


c a 

3 a! 









c 
a 



^ »-5 "O 



^ •• ON*.: ^r-. rt 



.— I r-l 1) 



Table for Comparison of Girls 



25 



h4 
Pi 

O 

>^ 

P^ 

O 

o 

Q 

< 

a 2 
w I 

I— T !^ 

PQ Is 



< 
Pi 
< 

O 

o 
> 

w 







1) 
c 


c 


bi 


o h5 


O Ph 


bb 


u 

5J 

^ 6 

Ph O 
■^ CO 




00 




O T-H 

ro CO 


CO r^ 

LO LO 


00 Tf 
LO (^ 

T-i CM 


33 


00 "^ 

85 f^ 


22 § 




1^ 




^ On 
CO CM 
CO CO 


O CM 

vd cm" 

LO LO 


SP5 


On On 
CM Tf; 


00 «^ 

?5^ 


Sg 




^o 


uo fO 

fO "St 


co oi 

CO CO 


—1 00 
CO CO 

LO LO 


On 0\ 
LO 5n 


LO CO 

CO Tt 


^^ LO 

00 On 
CM CM 


S 2 




LO 


CM O 


CM cm' 
CO CO 


ON CO 

O CO 

LO LO 


-H ON 
LO ON 


■O CO 


CO '^ 
OCJ 00 
CM CM 


SB 




'^ 


o o 
o o 


CO CO 


r^ .-c 

00 t< 


On nO 
^ n5 


^^ 


On CO 
nO LO 
CM <M 


SB 




m 


\0 o 


^H in 

>-<' o 

CO CO 




t^ CO 

CO Tj- 


.— 1 LO 


On On 
^ '-' 
CM CM 


00 lO 

nO vC 




CM 


OC) 00 


CM vO 
O On 
CO CM 


LO ^H 

ON ON 

CO CO 


'i- 00 
CM CM 


32 


CM CM 


CM 00 

nO LO 




- 


On O 


t^ CM 

OCJ 00 
CM CM 


CM Tf 
Tt^ CO 
CO CO 


3S 


^^ 


QO' »< 


LO '^ 
LO LO 




o 


'^ o 

lO U-) 


CM CM 


LO On 

O ON 

CO CM 


^2 


LO o 


CO NO 

nO LO 


ss 




a\ 


cm' 0\ 

lO ^ 


00 CM 
CM CM 


CM CM 


§8o 


3S 


NO CO 


00 a 

CO CO 




00 




00 ^ 

LO O 

CM CM 


CM Cn] 


§§8 


CM ti 


LO LO 

cm' cm' 


ss 




r-^ 




LO 

CM 


CM 
CM 


o 


'^. 


o 


CNJ 




o 




O 
^ 


CM 

O 
CM 


S 


LO 

CO 


o 

C?N 


CM 




<u 
< 


■OS 


■OS 


OS 


c 


OS 


OS 


OS 






X 


X 


i 


be >, 

c a 

3 c« 




-6 

o (5 


speed 
Rt.Hd. 



26 



Examination of School Children 



TABLE XV- 


-ROTE ^ 


[EMORY, CONC 


RETE, CIT 


Y CHILDREN 






Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


176 


17.46 


172 


18.59 


9 


249 


19.77 


297 


19.76 1 


10 


348 


20.82 


321 


20.94 i 


11 


376 


22.03 


330 


22.81 i 


12 


346 


23.30 


347 


24.22 1 


13 


339 


24.12 


358 


.. 24.69 1 


14 


266 


24.83 


304 


24.97 


15 


277 


25.40 


247 


25.78 


16 


155 


25.66 


183 


26.96 


17 


76 


26.72 


121 


27.28 


18 


46 


27.15 


64 


27.52 



TABLE XVI— ROTE MEMORY, ABSTRACT, CITY CHILDREN 



Boys 



Girls 



^^e 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


174 


15.70 


172 


17.19 


9 


255 


18.01 


297 


18.49 


10 


349 


19.25 


319 


19.66 


11 


375 


20.02 


330 


21.05 


12 


348 


21.22 


350 


22.56 


13 


339 


22.14 


359 


23.35 


14 


267 


23.16 


303 


23.66 


15 


228 


23.87 


248 


24.64 


16 


155 


24.13 


181 


25.71 


17 


77 


25.74 


121 


25.88 


18 


46 


26.44 


64 


27.13 



TABLE XVII— OPPOSITES, LIST I, CITY CHILDREN 



Boys 



Girls 



Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


175 


10.85 


167 


11.38 


9 


233 


13.42 


287 


14.59 


10 


265 


16.70 


287 


17.74 


11 


216 


16.69 


173 


17.76 


12 


97 


17.26 


75 


1836 



Memory Tests 



27 



TABLE XVIII— OPPOSITES, LIST II, CITY CHILDREN 







Boys 




Girls 




Age 


Number 




Number 








Cases 


Average 


Cases 




Average 


10 


81 


8.31 


70 




7.44 


11 


180 


8.74 


183 




8.50 


12 


250 


9.37 


301 




10.13 


13 


293 


10.19 


349 




11.05 


14 


243 


11.28 


292 




12.28 


15 


213 


13.10 


224 




14.64 


16 


134 


14.12 


179 




16.69 


17 


62 


15.55 


98 




19.29 


18 


39 


15.34 


57 




17.77 


TABLE XIX— LOGICAL MEMORY, 


WILLIE JONES, 


CITY 






CHILDREN 












Boys 




Girls 




Age 


Number 




Number 








Cases 


Average 


Cases 




Average 


8 


235 


25.14 


222 




27.31 


9 


320 


27.83 


371 




29.21 


10 


379 


29.98 


133 




32.31 


11 


275 


31.56 


143 




31.69 


12 


138 


31.04 


101 




34.10 


13 


81 


31.38 


49 




33.48 



TABLE XX— LOGICAL MEMORY, FARMER'S SON, CITY 
CHILDREN 







Boys 






Girls 


Age 


Number 






Number 






Cases 




Average 


Cases 


Average 


10 


102 




30.86 


302 


31.77 


11 


208 




32.64 


262 


32.48 


12 


274 




32.09 


345 


31.51 


13 


275 




33.65 


329 


32.99 


14 


168 




32.91 


199 


32.73 


15 


84 




32.80 


66 


32.52 



28 Examination of School Children 

TABLE XXI-LOGICAL MEMORY, COSTLY TEMPER, CITY 

CHILDREN 





Boys 




Girls 




Age 


Number 


Number 








Cases Average 


Cases 




Average 


13 


88 50.41 


109 




53.23 


14 


130 50.66 


146 




51.51 


15 


191 49.23 


214 




50.54 


16 


142 48.91 


207 




51.37 


17 


92 47.17 


140 




49.64 


18 


54 47.24 


72, 




49.62 


TABLE 


XXII— WORD-BUILDING, 


CITY CHILDREN 



Boys Girls 

Age Number Number 

Cases Average Cases Average 



8 


172 


5.74 


182 


5.73 


9 


249 


6.02 


295 


6.69 


10 


339 


7.49 


321 


7.80 


11 


365 


8.41 


322 


9.01 


12 


339 


9.28 


336 


10.38 


13 


318 


10.53 


355 


11.82 


14 


249 


11.42 


287 


12.82 


15 


193 


12.62 


212 


14.29 


16 


138 


14.21 


167 


15.30 


17 


70 


15.27 


102 


17.12 


18 


30 


15.31 


57 


17.49 


TABLE 


XXIII— FREE 


ASSOCIATION, 


CITY 


CHILDREN 



Boys Girls 

Age Number Number 

Cases Average Cases Average 

8 186 21.51 186 24.50 



9 


264 


25.29 


316 


28.92 


10 


366 


31.21 


337 


35.45 


11 


384 


34.77 


352 


40.39 


12 


359 


38.96 


376 


45.07 


13 


346 


42.91 


2,77 


49.74 


14 


264 


46.58 


309 


53.56 


15 


222 


51.70 


236 


54.49 


16 


150 


53.57 


182 


59.12 


17 


87 


53.74 


115 


59.59 


18 


40 


52.79 


66 


58.27 



Completion Tests 29 

TABLE XXIV— SUBSTITUTION, CITY CHILDREN 







Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


223 


7.95 


213 


9.11 


9 


296 


10.08 


355 


10.86 


10 


410 


11.81 


386 


13.82 


11 


443 


13.43 


387 


15.88 


12 


399 


15.48 


433 


18.29 


13 


401 


16.80 


424 


20.31 


14 


308 


19.26 


344 


22.21 


15 


255 


22.13 


274 


24.17 


16 


173 


23.71 


217 


26.92 


17 


93 


26.42 


141 


28.12 


18 


52 


24.41 


86 


28.39 


TABLE XXV— COMPLETION TEST, CITY 


CHILDREN 




Joe 


? and the Fourth 


of July 






Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


243 


10.6 


233 


11.8 


9 


326 


12.1 


385 


13.0 


10 


363 


13.7 


141 


14.5 


11 


270 


13.5 


149 


15.1 


12 


121 


13.2 


101 


14.2 


13 


72 


13.1 


41 


15.3 


TABLE 


XXVI— COMPLETION TEST, CITY 


CHILDREN 






The Trout 










Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


10 


103 


15.7 


306 


14.6 


11 


223 


17.1 


267 


15.4 


12 


262 


16.6 


329 


16.4 


13 


260 


18.1 


282 


20.0 


14 


169 


18.0 


216 


18.5 


15 


92 


18.4 


81 


19.2 



30 Examination of School Children 

TABLE XXVII— COMPLETION TEST, CITY CHILDREN 
Dr. Goldsmith's Medicine 







Boys 






Girls 




Age 


Number 






Number 








Cases 




Average 


Cases 




Average 


13 


7Z 




41.1 


69 




42.4 


14 


120 




38.6 


125 




43.8 


15 


169 




39.4 


197 




42.9 


16 


129 




40.2 


199 




43.6 


17 


82 




42.4 


130 




44.1 


18 


50 




41.1 


74 




44.6 


TABLE XXVIII 


—ANALOGUES, 


CITY CHILDREN 






Boys 






Girls 




Age 


Number 






Number 








Cases 




Average 


Cases 




Average 


8 


120 




1.3 


120 




1.7 


9 


167 




2.6 


28?, 




2.3 


10 


246 




4.6 


244 




4.3 


11 


281 




4.9 


244 




5.9 


12 


242 




6.5 


248 




7.8 


13 


238 




8.4 


244 




10.2 


14 


192 




9.4 


227 




10.1 


15 


134 




10.3 


161 




11.2 


16 


98 




11.7 


119 




12.8 


17 


39 




15.3 


73 




12.9 


18 


14 




13.8 


36 




14.6 


TABLE 


XXIX— LOGICAL 


MEMORY, 


COUNTRY CHILDREN 






The 


Marble Statue 







3 



Boys Girls 

Age Number Number 

Cases Average Cases Average 



8 


70 


5.1 


115 


5.9 


9 


123 


8.9 


89 


8.1 


10 


177 


11.4 


146 


11.2 


11 


199 


13.9 


116 


17.0 


12 


141 


17.6 


186 


20.4 


13 


180 


17.7 


110 


24.7 


14 


88 


20.0 


140 


28.7 


15 


72 


24.3 


80 


29.6 


16 


30 


22.4 


30 


34 3 


17 


33 


28.2 


31 


32.5 


18 


21 


29.8 


23 


37.2 



Opposite List, Country Children 31 

TABLE XXX— COMPLETION, COUNTRY CHILDREN 

Joe and the Fourth of July 







Boys 






Girls 




Age 


Number 






Number 








Cases 




Average 


Cases 




Average 


8 


110 




4.4 


122 




5.3 


9 


101 




5.5 


81 




5.3 


10 


112 




6.9 


124 




6.9 


11 


125 




8.0 


112 




9.9 


12 


121 




8.4 


111 




10.3 


TABLE XXXI-FREE ASSOCIATION, 


COUNTRY CHILDREN 






Boys 






Girls 




Age 


Number 






Number 








Cases 




Average 


Cases 




Average 


8 


151 




16.5 


152 




21.2 


9 


152 




17.3 


120 




22.1 


10 


152 




23.6 


172 




27.1 


11 


148 




30.0 


171 




32.2 


12 


120 




30.5 


164 




36.6 


13 


136 




35.0 


156 




34.0 


14 


136 




32.8 


128 




36.4 


15 


112 




34.3 


124 




36.2 


16 


84 




36.0 


64 




46.4 


17 


21 




35.5 


34 




45.6 


18 


24 




39.9 


37 




42.9 


TABLE XXXII 


-OPPOSITES LIST NO. 


L COUNTRY CHILDREN 






Boys 






Girls 




Age 


Number 






Number 








Cases 




Average 


Cases 




Average 


8 


110 




4.9 


102 




62 


9 


98 




6.4 


122 




6.9 


10 


130 




8.2 


159 




7.4 


11 


142 




9.9 


140 




9.0 


12 


122 




9.8 


123 




13.1 



32 Examination of School Children 

TABLE XXXIII— OPPOSITES LIST NO. II, COUNTRY CHILDREN 







Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


10 


126 


5.1 


149 


5.4 


11 


140 


5.7 


130 


5.6 


12 


112 


5.6 


144 


7.2 


13 


146 


6.8 


112 


7.2 


14 


112 


7.1 


130 


8.8 


15 


86 


7.2 


82 


10.3 


16 


56 


9.8 


33 


11.6 


17 


30 


10.5 


30 


12.9 


18 


29 


11.0 


29 


12.5 



TABLE XXXIV— SUBSTITUTION, COUNTRY CHILDREN 



1 



Boys Girls 



Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


113 


6.0 


134 


7.1 


9 


117 


7.7 


101 


8.4 


10 


130 


9.2 


152 


11.9 


11 


150 


12.4 


141 


15.2 


12 


125 


14.6 


138 


19.8 


13 


106 


17.3 


154 


21.9 


14 


112 


19.8 


124 


23.5 


15 


80 


20.5 


92 


24.8 


16 


52 


21.2 


50 


27.6 


17 


17 


22.4 


30 


28.6 


18 


28 


25.5 


30 


28.3 



Rote Memory Test Results 33 



TABLE XXXV— ROTE MEMORY, CONCRETE, COUNTRY 
CHILDREN 







Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


120 


13.4 


138 


14.5 


9 


120 


14.8 


98 


16.5 


10 


146 


18.3 


150 


18.2 


11 


124 


21.0 


138 


21.5 


12 


108 


21.8 


128 


22.7 


13 


122 


22.2 


118 


25.7 


14 


104 


22.4 


130 


26.2 


15 


74 


24.6 


94 


27.5 


16 


54 


24.4 


52 


26.8 


17 


30 


26.5 


23 


27.7 


18 


25 


25.8 


32 


27.3 



TABLE XXXVI— ROTE MEMORY, ABSTRACT, COUNTRY 
CHILDREN 







Boys 




Girls 


Age 


Number 




Number 






Cases 


Average 


Cases 


Average 


8 


115 


11.2 


133 


11.5 


9 


120 


11.3 


94 


13.6 


10 


144 


14.3 


150 


13.9 


11 


124 


17.0 


138 


17.7 


12 


108 


19.0 


144 


20.5 


13 


122 


19.0 


120 


22.4 


14 


106 


20.6 


128 


24.1 


15 


76 


22.0 


94 


23.3 


16 


54 


21.2 


54 


25.6 


17 


30 


24.5 


23 


27.1 


18 


25 


22.9 


32 


26.5 



34 



Examination of School Children 



O 
pq 

>^- 

D 
O 
u 

Q 
< 

O 
w ^ 

^* 

< 

Oh 

o 
u 



> 

X 
X 
X! 

W 

PQ 

< 





'^ 


lO 


«v, OS 


^ 00 


o\ -* 


CM 


CO p 




00 


-^ 


trj 


-vi ch 


r^l LO 


cm" \d 


i/S 


iri ^ 






(M 


CM 


LO ro 


CNl (M 


CNJ CM 








tv» 


>* 


•* 


t^ LO 


t^ LO 


LO t^ 


0\ 


lO LO 






o 


CM 


CO LO 


vd vd 


'^ LO 


Tf 


LO O 






CM 


CM 


un ro 


CM CM 


CM CM 








•o 


t^ 


<N 


U-) o 


vO Tt 


CM ^ 


LO 


^ 00 




rr> 


y-i 


CO vd 


LO rt 


'^' -t 


CO 


^ On 






0^1 


CM 


u^ CO 


CM CM 


eg Cvj 








LO 




lO 


t^ CO 


'+ vO 


O 00 


vO 


—1 CM 




(vj 


o 


^ Tf 


LO rf^ 


(NJ CO 


(M 


CO t^ 






eg 


CM 


uo CO 


CM (M 


rg eg 








'^ 


CO 


00 


LO 00 


00 -t 


vO '-I 


t-^. 


(M —1 


Tt 


0\ 


o\ 


>0 CM 


^ (NJ 


O CO 


,—4 


^ K 


f-H 








Tf CO 


CM (M 


CM i>J 








to 


00 


CO 


0\ o 


^ (VJ 


o — - 


o 


^ 00 


^ 00 


sd 


t< 


(vj iri 


rt CM 


O^ CM 


^ 


o vd 


CO On 








-1- CO 


(N CM 


r- CM 








""■J 


-t 


vC 


CS LO 


CO 00 


o eg 


rg 00 


<0 vC 


CM '^ 




LO 


'^ 


CO 00 


CO ^ 


o\ .— ■ 


1< On 


On LO 


CO 00 








CO CO 


'^j eg 


.-1 (V) 










Tl- 


^ 


r^ o 


o o 


o o 


O O; 


r^ r^ 


LO O 


*— 1 


rr> 


rM 


't o 


rvj _' 


O t< 


\d ON 


00 LO 


ro 00 








'O c^ 


'M CM 


CM ^ 








o 


°o 


CM 


CM O 


00 CO 


CM CO 


t^ CM 


CO —1 


t^ On 




I— 1 


On 


r-^ CO 


O 00 


0\ Tt 


vd 00 


00 LO 


CO vd 








CO (M 


CM ^ 










Q^ 


o 


t^ 


CM CO 


t-x 00 


O CO 


^ 't 


LO 


y-l LO 




o 


r< 


uS t< 


0\ Tt 


00 ^ 


CO Nd 


CO 


CM LO 








(M ^ 


"" 










00 


0\ 


o 


VO LO 


Tt; -^ 


•> CM 


00 On 


00 


NO Tf 




K 


<i 


;d "^ 


t>^ CO 


"^ 1-i 


O ^ 


CO 


O tT 








CM ^H 


1-H T— ) 


*"* 1— f 












>> 


>> 


>> 


>, 


>. 


>> 


>> 






u 


L< 


u. 


;-i 


u. 


u 


u. 




















bo 


>> 


C 

d 


>'l 


>'l 


^ 3 


>>i 


>. 3 


^t 


< 


• ^ 


o 


;-; o 


i-v O 


i-; o 


.« o 


.t; o 


•- O 


o 


O 


O CJ 


u O 


^O 


U O 


a o 


Uo 


















j: 








c 


o 


O 






§^ 








o 


E a; 


a "5 


U) 


!A 






_o 


in 


o >-* 
o. 


'35 
O '-I 


O. rt 
O o 




3 


3 


in 


o o 


o -° 


a. 


a. 




c/1 


< 


^ O 


fS < 


O 


O 



Comparative Table 



35 



2; 

;:3 
o 
a 

Q 

< 

u 

S I 

pq Q 

W "a 
> s 

I— I tu 

< 

O 
o 



> 

X 
X 
X 

w 

pq 

< 





(*5 fO 


CM OS 


10 CO 


.-1 \J-) 


vO 


t-^ LO 




00 


00 00 


oc5 CM 


t< K 


i< vd 


vd 


K cm' 






CM CM 


10 Tf 


CM CM 


CM CM 










-: ^ 


IT) \0 


CM r^ 


00 '-« 


Ov 


CM Ov 




,„^ 


00 00 


On "^ 


i< tv! 


irj r< 


vd 


OS '>i 






fM CM 


UO '^ 


CM (M 


CM CM 











o\ 


^ -^ 


0\ 00 


rv. vq 


t^ 


\0 NO 




vO t< 


o\ vd 


sd vd 


uo 10 


vd 


^j 






(M (M 


10 ^ 


CM CM 


CM CM 








U-) 


^ 00 


Tf CM 


t-^ 10 


vO fO 





vO f*^ 




^ ^ 


Tt^ vd 


ui s< 


't to 


irj 


^ 2 






CM CM 


IT) CO 


CM CM 


CM CM 










CM iri 


UO Tf 


ON CM 


vO .-1 


00 


CM 00 


Tt- 


■^ 


cvi ro 


CO 


^ \d 


CO Tf 


'^ 


CM 00 


CM 




CM CM 


LTj ro 


CM CM 


CM CM 










fO c> 


t^ 


vC 1-^ 


CO ^ 


^ 


CM 


CO 


to 


^' 


o> -^ 


-^ 10 


to CM 


CM 


T-<" t< 


LO 




CM (>a 


-rr r^ 


CM CM 


CM CM 








OQ 


CM 00 





(M r^ 


LO LO 


to ,-1 


^ CM 


CM CO 




00 cK 


u-j vd 


^ CM 


CM 


00 to 


t< 


^ C> 






Tl- CO 


CM CM 


CM CM 










00 CM 


CO (N 


00 LO 


t^ 


•^ p 


10 vO 


r-^ Ov 


,_4 


LO uS 


C^i 


(vi ,-1 


r-H K 


t< ON 


00 10 


LO ON 






^ to 


<M CM 


CM --1 











00 On 


T)- ^ 


On cm 


vO 0\ 


t^ rj- 


Tf Tl- 


10 Ov 


f^ ^ 


iri t< 


00 


Ov to 


t< t>: 


^s; 10 


Tt vd 






CO CM 


CM r-i 








>— 1 


0\ 


00 -rf 


OS ^ 


l^ to 


Tt vO 


LO On 





CO 


00 


00 cm' 


0^ vd 


00 to 


Tt vd 


in 


CO \ri 






CM CM 


I— 1 .—1 


T-l 1— c 






T-H 


00 




10 (M 


10 10 


T-< LO 


CO CM 


Tf 


00 to 


Os t< 


^' r-i 


00 -^ 


t< »-< 


r— vd 


rt 


^ 10 






(M CM 


^H rH 


""" ^^ 






"""^ 




>, 


>-> 


^ 


>, 


>> 


>^ 


>> 




u. 


u. 


U 


U 


U 


u 


^ 


















< 


^"1 
.« 


.ti 




."S 


^1 


C 
>. 3 

.r 


^1 


u 


a a 





a 


^ 


u u 











>> 


>> 














ii 


u 






_ j= 






c 












c Ji 




i 





E a; 


6 ^ 


t/) 

(U 


en 


■* 

■5 "« 




3 « 





^ 2 

-^ 


■55 

'-' 

0, 
a 


'5! 

in 

a 


i ^ 





t^ 5 


< 


^ 


c§ < 








U h2. 



36 



Examination of School Children 



TABLE XXXIX— MENTAL NORMS BY GRADES, CITY 
CHILDREN 



Grade 




_o 
tj 
"5. 
E 
o 


bo 
•O C 






E « 


h 

o <; 


►4S 


3 

o 

n 
< 


'5 
o 
o. 

a 
O 


3 


Boys 


9.3 


4.6 


20.4 


6.5 


16.8 


13.7 


23.1 


1.2 


10.9 




Girls 


10.4 


5.1 


23.7 


6.8 


15.6 


14.3 


23.6 


2.2 


11.5 


4 


Boys 


13.0 


6.1 


28.4 


9.8 


18.7 


17.3 


29.2 


2.8 


16.3 




Girls 


14.0 


6.5 


33.2 


11.2 


20.2 


18.4 


30.9 


3.4 


18.5 


5 


Boys 


15.4 


7.2 


35.8 


13.2 


21.4 


19.6 


32.8 


3.9 


21.1 




Girls 


16.5 


7.6 


39.7 


14.6 


21.6 


19.7 


34.8 


5.2 


21.3 


6 


Boys 


14.3 


9.3 


41.9 


14.4 


23.0 


20.7 


28.7 


6.8 


7.4 




Girls 


13.8 


10.0 


45.1 


15.9 


23.2 


21.2 


29.6 


7.4 


8.0 


7 


Boys 


17.2 


10.4 


50.5 


16.4 


23.8 


21.9 


33.0 


8.6 


9.1 




Girls 


16.9 


11.2 


51.6 


19.5 


24.1 


22.8 


29.9 


8.9 


9.8 


8 


Boys 


18.8 


11.3 


49.8 


20.6 


24.7 


23.0 


34.2 


10.4 


11.0 




Girls 


19.5 


12.3 


55.8 


21.5 


24.9 


23.7 


34.6 


10.8 


11.1 


9 


Boys 


42.7 


13.7 


54.5 


21.8 


25.3 


23.9 


48.4 


11.3 


12.4 




Girls 


42.5 


14.6 


58.8 


22.0 


25.0 


24.0 


50.8 


11.4 


15.4 


10 


Boys 


41.3 


13.8 


58.0 


24.5 


25.8 


24.3 


50.6 


13.0 


17.6 




Girls 


43.7 


15.7 


64.1 


26.2 


25.8 


24.6 


53.9 


12.7 


19.6 


11 


Boys 


43.7 


17.2 


65.3 


27.3 


26.1 


24.5 


52.6 


15.4 


16.1 




Girls 


45.7 


15.2 


66.7 


28.6 


26.8 


25.7 


54.9 


14.6 


19.4 


12 


Boys 


44.0 


16.5 


63.1 


28.2 


27.0 


25.0 


52.4 


15.0 


15.9 




Girls 


44.8 


18.7 


67.0 


27.9 


26.6 


25.8 


51.7 


14.1 


19.4 



Completion test, grades 3, 4 and 5, Joe and the Fourth of July; grades 6, 7 and 
8, The Trout; grades 9, 10, 11 and 12, Dr. Goldsmith's Medicine. Opposites I in 
grades 3, 4 and S; 11 in grades above. Logical Memory, Willie Jones in grades 3, 
4 and 5; Farmer's Son in 6, 7 and 8; Costly Temper in grades 9, 10, 11 and 12. 



TEST MATERIAL FOR THE MENTAL TESTS 

For Opposites: List I for grades three, four and five; list II, for 
grades s-x and above. 

For Analogues, the Analogues Test Sheets. 

For Substitution, the Substitution Test Sheets. 

For Completion, Joe and the Fourth of July, for grades three, four 
and five ; The Trout for grades six, seven and eight ; Dr. Goldsmith's 
Medicine for the high school. 

For the other tests no material is needed except writing paper. 



Grades Showing Average Height 



37 



u 














I 








/ 


■ — 




6+ 




















/ 








42 


















/ 


^^ 








60 
















/ 


/- 










Si 














^;^ 


/ 










44 


56 












/y 
// 














44 


i+ 












y 














+2 


52 






/ 


X 


/ 
















4-0 


SO 






/ 




















i« 


48 




/ / 


-7 




















54 


+h 


y 


/■ 


















/ 




54 




14 


7— 
















/^ 


<^ 












3J 
















^■^"^ 


:;/ 


/ 








30 
2S 












^ 


^ 




















y^^^ 


^ 


■.f^^ 
















24 




^ 


^- 





. 
















24 



/« // /2 *3 



Age 6 7 8 

I. Height in inches. Upper graphs, standing height; lower graphs, 
sitting height. Solid line, boys; broken line, girls. 



38 



Examination of School Children 



140 












n 
















no 






















/ 


^ 




110 




















y 


/ 






110 


















/ 


^,' 








100 


















/' 










^0 














/ 
/ 
/ 


/ 












SO 














P^ 














10 












/ 
















60 








y>^ 




















SO 






<^*' 




















60 


U 


^' 
















V 


-/ 






55 








^__ 


y 


"^ 


-^ 


■^ 


— 


/ 








56 




"^ 
























5f 












,,'-' 
















SI 




/ 





.-''' 






N 


"--«, 


■•^^ 










60 




/ 

/ 
















'^- 




\ 




4-S 
























\ 


-'' 


46 



y^qe 6 



8 



/O // /2 /5 /f /f /6 /7 



II. Weight in pounds, upper graph; vital index, Cc. per Kg. 
graph. Solid line, boys; broken line, girls. 



lower 



Graphs Showing Average Speed 



39 



100 












M 












/ 




m 






















/ 


/ 




ISO 


















/ 




/ 


— -- 




no 


















/- 


^ 
^ 












lid 












,< 


>/" 


<'' 












/so 










y 


y 
















IH 








/ 


y 


















/iO 






/ 


f 




















110 


/ 


^^ 






















iS 


I/O 


// 


















y 


/ 




u 




















/ 


/ 






35- 


















y 


/ 








M 
















/ 


y 


'"'' 





.... 




15 












^ 


r' 


• 












10 








^ 




















IS 




^ 


,,'- 


^^^' 




















10 






























h^ 


i 


r i 


\ \ 


i 


1 


1 1 


X. 1 


3 / 


f ' 


r / 


i 1 


7 1 





III. Tapping speed right hand, upper graphs; grip in Kg, 
hand, lower graphs. Solid line, boys; broken line, girls. 



right 



THE 

UNIVERSITY OF MISSOURI 

BULLETIN 

EXTENSION SERIES 



EDITED BY 

CHARLES H. WILLIAMS 

Secretary of Universiiy Extension 



Copies of the Extension Series of the Uni- 
versity of Missouri Bulletin may be obtained 
from the Secretary of University Extension, 
University of Missouri, Columbia, Missouri. 



Pubhshed by 
UNIVERSITY OF MISSOURI 

COLUMBIA, MISSOURI 



The University of Missouri Bulletin — issued 
three times monthly; entered as second- 
class matter at the postoffice Columbia, Mis- 
souri— 1,000. 



LIBRARY OF CONGRESS 




021 339 744 8 




f«- 




